ABSTRACT

Research Findings

Home-based early childhood education and care (ECEC) is a popular form of small-group ECEC, with potential to facilitate high-quality conversations during shared book reading. To investigate how home-based early childhood educators (ECEs) take advantage of learning opportunities, educators read two storybooks with children (35.5–50.8 months old) in their ECEC. Because types of extra-textual talk used differ depending on book style, one book rhymed and its setting was local (New Zealand), so more personally relevant to the children. The other did not rhyme, and its setting was international (Africa), so less personally relevant. Home-based ECEs frequently made comments encouraging children to think beyond book content, although these varied between books. In the NZ/Rhyming book, educators talked more about print concepts and sounds, which may nourish emergent language and literacy skills, and used more talk relating the book to real experiences, potentially facilitating children’s engagement. In the African/non-rhyming book, educators used more descriptions and inferences. This variation in comprehension-related talk may support children’s cognitive and linguistic development. Practice or Policy: Home-based educators use a variety of shared reading strategies, which differed across books in ways that afford different learning opportunities. We recommend diversity in the types of books read with pre-schoolers to nurture emergent language and literacy skills.

中文翻译：

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押韵和相关性：故事书的风格和内容如何与家庭教育者的课外谈话相关联

摘要

研究成果

以家庭为基础的幼儿教育和保育 (ECEC) 是一种流行的小组 ECEC 形式，有可能在共享书籍阅读期间促进高质量的对话。为了调查家庭早期儿童教育工作者 (ECE) 如何利用学习机会，教育工作者与儿童（35.5-50.8 个月大）在其 ECEC 中阅读了两本故事书。因为所使用的课外谈话类型因书籍风格而异，所以一本书押韵并且它的背景是当地的（新西兰），因此与孩子们更个人相关。另一个不押韵，它的背景是国际（非洲），因此与个人无关。以家庭为基础的 ECE 经常发表评论，鼓励孩子们超越书本内容进行思考，尽管这些因书而异。在 NZ/Rhyming 书中，教育工作者更多地讨论了印刷概念和声音，这可能会培养新兴的语言和识字技能，并使用更多将这本书与真实经历联系起来的谈话，潜在地促进儿童的参与。在非洲/非押韵的书中，教育者使用了更多的描述和推论。这种与理解相关的谈话的变化可能有助于儿童的认知和语言发展。实践或政策：家庭教育工作者使用各种共享阅读策略，这些策略因书籍而异，提供不同的学习机会。我们建议学龄前儿童阅读的书籍类型多样化，以培养新兴的语言和识字技能。